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Faculty & Staff Profiles

Alicia AlonzoPh.D., California Institute of Technologyalonzo@msu.eduAlicia Alonzo is an associate professor of teacher
education. Her research focuses on tools and
knowledge for science teachers’ formative
assessment practices. She is interested in
learning progressions – descriptions of
increasingly sophisticated ways of thinking about
a topic – and associated assessment tasks as tools
for formative assessment. She is currently
involved in video-based studies of and efforts to
support teachers’ pedagogical content knowledge.

Charles AndersonPh.D., University of Texas-Austinandya@msu.eduCharles (Andy) Anderson is a professor of
teacher
education whose research centers on the
classroom
teaching and learning of science. He studies
how
students' prior knowledge, language, and social
relationships affect their engagement in
science
learning and the development of scientific
literacy. His current work focuses on learning
progressions leading to the development of
environmental science literacy.

Laura ApolPh.D., University of Iowaapol@msu.eduhttp://laura-apol.comLaura Apol is an associate professor of literacy with a focus on
children’s/young adult literature and creative writing (poetry).
Apol has
published scholarly articles on historical children’s literature, the
intersection
between children’s literature and literary theory, the pedagogy of
children’s/YA literature and international children’s literature; she
has also
published articles on facilitating creative writing for children and
for adults,
and conducts creative writing workshops and classes for teachers
and
students on all levels. Her poetry has appeared in a number of
literary
journals and anthologies, and she is the author of several
collections of her
own poems: Falling into Grace, Crossing the Ladder
of Sun
(winner of the Oklahoma Book Award for Poetry), Celestial
Bodies
(winner of the Overleaf Chapbook Manuscript Competition) and
Requiem,
Rwanda, her newest full-length collection, drawn from her
work using
writing to facilitate healing among survivors of the 1994
genocide against the
Tutsi, and translated into Kinyarwanda under the title Emwe
N’imvura
Irabyibuka (Even the Rain Remembers).

Sandro BarrosPh.D., University of Cincinnatibarross1@msu.eduhttp://www.sandrobarros.orgSandro Barros’s research interests focus on broad
issues connected with multilingual development,
culture, and language politics in K-16 curricula.
He is interested in how the study of languages
other than English (LOTE) shapes the public’s
perception of citizenship and belonging within the
context of the nation-state. He analyzes the
connections between ideologies of language
learning and how they support truth regimes that
influence multilingual pedagogy discourse. Barros
asks: How do intellectuals and policymakers
exercise their institutional power to influence
public thought in the name of the common good? How
do second language pedagogy discourses reinforce
monolingual ideologies and how do they assist us
in cultivating linguistic diversity?

Tonya BartellPh.D., University of Wisconsin-Madisontbartell@msu.eduTonya Gau Bartell is an associate professor of
mathematics education interested in exploring
teaching practices that promote mathematics
learning for all students. Her research focuses
on
issues of culture, race, and power in
mathematics
teaching and learning, with particular
attention
to teachers’ development of mathematics
pedagogy
for social justice and pedagogy integrating a
focus on mathematics, children’s mathematical
thinking, and children’s community and cultural
knowledge.

Kristen BiedaPh.D., University of Wisconsin-Madisonkbieda@msu.eduhttps://www.msu.edu/~kbieda/Kristen Bieda is an associate professor of
mathematics education. Her research focuses on
classroom practices related to reasoning and proof
in middle grades and secondary mathematics, with
the goal of informing teacher education,
curriculum, and professional development programs.
Other interests include the use of lesson study in
teacher preparation and the development of
pre-service teachers’ mathematical knowledge for
teaching through the use of curriculum as well as
video-based representations of teaching.

Angela Calabrese BartonPh.D., Michigan State Universityacb@msu.eduhttp://barton.wiki.educ.msu.edu/ Angela Calabrese Barton is a professor in
teacher
education. Her research focuses on issues of
equity and social justice in science education,
with a particular emphasis on the urban
context.
Drawing from qualitative and critical/feminist
methodologies, she conducts ethnographic and
case
study research in urban community- and school-
based settings that targets the science teaching-
learning experiences of three major stakeholder
groups: upper elementary and middle school
youth,
teachers learning to teach science for social
justice, and parents engaging in their
children’s
science education. She also engages in
curriculum
research and development that links nutrition
and
science literacies in the upper elementary and
middle school classroom. She is currently co-
editor for the Journal of Research in Science
Teaching.

Lucia Cardenas CurielPh.D., University of Texas at Austinluciac@msu.eduLucia Cardenas Curiel examines literacy
practices
that authentically engage culturally and
linguistically diverse students in the
classroom
and support their academic success in schools.
Her work explores the relationship between
language, literacy, and the use of a variety of
texts to understand how young learners build
knowledge in different subject areas, in
particular Latina/o bilingual children. Her
interests include using multicultural
literature
in the elementary classroom to discuss issues
of
social justice and identity development. She
also
studies language practices in community
settings
to introduce innovative pedagogical practices
in
the elementary classroom. She engages in
preparing preservice and in-service teachers
for
culturally and linguistically diverse settings.

Dorinda Carter AndrewsEd.D., Harvard Universitydcarter@msu.eduhttp://dcarter.wiki.educ.msu.edu/Dorinda Carter Andrews is assistant dean of equity
outreach initiatives for the College of Education
and associate professor
of race, culture and equity in the Department of
Teacher Education. She is also a core faculty
member in the African American and African Studies
Program and co-director of the Graduate Urban
Education Certificate Program. Her teaching and
research focus on race
and equity in education, urban teacher preparation
and identity development, black student racial and
achievement ideologies, and critical race praxis
with in-service educators. She utilizes
qualitative methodologies and critical theories to
inform her work. Carter Andrews is co-editor of
"Contesting the Myth of a Post-Racial Era: The
Continued Significance of Race in U.S. Education"
(2013) and is a 2014 recipient of the Early Career
Contribution Award from the Committee on Scholars
of Color in Education of the American Educational
Research Association. She has given two TEDx
talks, "The
Consciousness Gap in Education" and
"Teach
Kids to be Eagles." Her work has been
published
in several academic journals, including Harvard
Educational Review and Teachers College Record.

Janine CertoPh.D., Virginia Commonwealth Universitycerto@msu.eduhttp://www.msu.edu/~certoJanine is associate professor of language and literacy. Her scholarship bridges
the fields of creative writing, middle childhood education and teacher
education, with particular focus on sociocultural and sociolinguistic perspectives
of learning to write poetry. Her recent work focuses on children's poetry writing
practices, teachers' engagement with poetry, and poetic and interpretive
research methodologies.

Shana CinquemaniPh.D., University of Arizonacinquema@msu.eduhttp://www.shanacinquemani.comShana Cinquemani is an assistant professor in the
Department of Teacher Education with a focus in
Art Education. Her research interests are
grounded in theories of early childhood art
education, the conceptualization of children’s
art as a meaningful socio-cultural practice,
connections between art and play, curriculum
inquiry and theory, ethical research practices
with children, and relationships between children
and adults in the art classroom. She has
published her research in The Journal of Art
Education, Bank Street College of
Education’s Occasional Papers, and The
Journal of Visual Inquiry. Additionally, she
has a forthcoming book chapter in Communities
of Practice: Art, play, and aesthetics in early
childhood. Shana has presented her research
at various national and international
conferences, including the National Art Education
Association, Reconceptualizing Early Childhood
Education, and the Arizona Art Education
Association. Currently she is the President-Elect
of the Early Childhood Art Educators Issue Group
for the NAEA and serves on the editorial review
board for The Journal of Art Education.

Melanie CooperPh.D., University of Manchestermmc@msu.eduMelanie Cooper is the Lappan-Phillips professor of
science education, and is jointly-appointed to the
College of Education and the College of Natural
Science. Cooper's research focuses on
evidence-based approaches to improving chemistry
education. One of the prime outcomes of this
research is the development and assessment of
evidence-driven, research-validated curricula.

Sandra CrespoPh.D., University of British Columbiacrespo@msu.eduSandra Crespo is a professor of mathematics
education in the Department of Teacher Education
and director of the CITE (Curriculum, Instruction
and Teacher Education) Ph.D. program. She is
currently serving as the editor of the
Mathematics Teacher Educator journal, which
is a joint journal of the NCTM and AMTE
organizations. Because mathematics is associated
with discourses of failure, hate, and shame, her
scholarship focuses on anti-oppressive mathematics
education. Using theoretical tools such as status
generalization theory and critical pedagogy, she
seeks to identify and transform educational
practices that exclude, rank, and marginalize
students. She believes in collaborative forms of
learning, teaching, and researching and is working
in several local, national, and international
projects involving students, teachers, and
researchers committed to critical, creative, and
inclusive forms of mathematics education.

Margaret CroccoProfessor/Chairpersoncroccom@msu.eduMargaret Crocco’s research has focused on
issues
of diversity, both national and
international,
within a social studies education context.
Most
prominently, she has investigated how “women
of
the world” have been featured--or ignored--
in
global studies and world history courses,
state
curriculum frameworks, and teacher
preparation
programs. She has published work related to
human
rights education, peace education, women
and
religion, and cross-cultural representations
of
women in literature. She has also contributed
to
a
project of leadership development in schools
in
India, led by Professor Bill Gaudelli of
Teachers
College, Columbia University, and to
several
curriculum design projects in conjunction
with
documentary films, such as Pray the Devil Back
to
Hell about women peacemakers in Liberia,
by
filmmaker Abigail Disney.

Higinio DominguezPh.D., University of Texas at Austinhiginio@msu.eduA faculty member in mathematics education,
Higinio Dominguez is interested in studying
the
reciprocal process of teachers noticing
student
actions and students noticing teacher actions
in
classrooms that include bilingual, English
learners and recent immigrant students. He is
currently conducting classroom-based
investigations that focus on how the process
of
noticing influences Latino/a bilingual
students'
discursive presence in mathematics. His
research
has been published in various journals,
including
Educational Studies in Mathematics,
Journal for
Research in Mathematics Education, and
Bilingual
Research Journal.

Corey DrakePh.D., Northwestern Universitycdrake@msu.eduCorey Drake serves as director of teacher
preparation. Her work focuses on the preparation
of elementary teachers to teach mathematics in
diverse contexts. Her current research includes
studies of pre-service elementary teachers’
learning from and about the use of mathematics
curriculum materials. She also conducts a multi-
university investigation of the ways in which
elementary mathematics methods courses can be
redesigned to support pre-service teachers in
learning to integrate children’s mathematical
thinking with children’s home and community-based
mathematical funds of knowledge.

Alyssa DunnPh.D., Emory Universityahdunn@msu.eduhttp://www.alyssadunn.comAlyssa Hadley Dunn’s interests include
urban
teacher education and support and the
sociocultural and political contexts of
urban
schools. She approaches her work with the
understanding that education can represent
spaces
for creating a more liberatory world and
that
quality research critically examines the way
that
schools operate in just or unjust ways. She
is
exploring the relationship between teacher
morale,
empowerment, and neoliberal education reforms
for
preservice educators, veteran teachers in
urban
schools, and new teacher educators.

Patricia EdwardsPh.D., University of Wisconsin-Madisonedwards6@msu.eduhttp://edwards.wiki.educ.msu.edu/Patricia Edwards is a professor of teacher
education, the first African American president of
the Literacy Research Association (formerly the
National Reading Conference), and the 2010-2011
President of the International Reading
Association. She has developed two nationally
acclaimed family literacy programs: Parents as
Partners in Reading and Talking Your Way to
Literacy. Her research focuses on issues related
to families and children: engaging hard to reach
families, developing a scope and sequence of
parent involvement, compiling different types of
demographic family profiles, parent involvement
and teacher thinking, parent involvement in the
reading/writing process, parent support of
children's oral preparation for literacy,
portfolio instructional conversations with parents
during regularly scheduled parent-teacher
conferences, and parents' stories of literacy and
teachers' reactions to these stories.
Her current research focuses on a broader
question - how does the world read? During her
graduate student days at the University of
Wisconsin-Madison, she became curious about this
question. Therefore, when she became the newly
elected Vice-President of the International
Reading Association (IRA) in May 2008, she
immediately thought that she would return to this
question of interest. In addition, I was motivated
to ask this question because the International
Reading Association has councils and affiliates in
more than 100 countries and one of our popular
slogans is "We teach the world to read."

Lynn FendlerPh.D. University of Wisconsin-Madisonfendler@msu.eduhttp://fendler.wiki.educ.msu.edu/Lynn Fendler is a professor of teacher education.
Her internationally oriented research explores the
ethics of knowledge. Using philosophical and
historiographic approaches, she examines the ways
knowledge can perpetuate inequities and social
injustices. Lynn teaches courses in curriculum
theory, philosophy of education, World Languages,
and humanities-oriented research. She focuses on
educational practices and has published on the
history of the bell curve, Foucault's genealogy,
Ranciere's ethics, presentism,
non-representational theory, and the philosophy of
food.

Terry FlennaughPh.D., University of California-Los Angelesflennaug@msu.edu As the Coordinator of Urban Education
Initiatives
for the College of Education, Terry Flennaugh
specializes in race, culture and
equity
in education. His research focuses primarily on
the educational experiences of Black males and
other students of color in urban contexts.
Utilizing both qualitative and quantitative
methodologies, he examines the sense-making
processes involved in constructing identities
that
lead to high academic performance in urban
schools. He also studies issues of educational
access and equity for communities of color in
addition to single-sex educational spaces for
urban youth.

Margo GlewPh.D., Michigan State Universityglewmarg@msu.eduMargo Glew is coordinator of global initiatives
and coordinator of the Global Educators Cohort
Program, supporting efforts to enhance the teacher
preparation program with global perspectives so
that more teachers are prepared to educate
students for success in a global society. Her
academic interests include global education and
second language acquisition and instruction. Her
recent research involves working on a
multi-national project to assess global-mindedness
among undergraduate preservice teachers.

Amelia GotwalsPh.D., University of Michigangotwals@msu.eduDr. Amelia Wenk Gotwals is an Associate Professor
of Science Education in the Department of Teacher
Education. As a former middle and high school
science teacher, she has a particular interest in
exploring the ways that students learn to engage
in science practices with core ideas in science
and the ways that curricular and assessment
materials interact with teacher instruction to
support this learning. She specifically focuses on
researching the learning progressions students
take as they develop more sophisticated
understandings and ways of assessing this complex
learning. She was the co-PI on an NSF grant, Deep
Think, that developed and tested a learning
progression and associated curricular and
assessment materials that supported 3rd-5th grade
students’ reasoning about issues in biodiversity.
She was the PI on the NSF-funded project, Learning
Progressions in Science (LeaPS), which organized
the first national conference on learning
progressions and she is the co-editor of the LeaPS
book that emanated from this conference. She was
also the PI of the Formative Assessment for
Michigan Educators (FAME) project that explored
how a statewide professional development program
can support teachers in developing formative
assessment practices.

Kyle GreenwaltPh.D., University of Minnesotagreenwlt@msu.eduhttp://greenwalt.wiki.educ.msu.edu/Kyle Greenwalt is an associate professor in the Department
of Teacher Education. He studies the school curriculum by
exploring teacher-student-parent relationships and the
factors that have shaped such relationships over time.
Motivated by the moral and emotional well being of children,
parents and public school teachers, he works with local
teachers in the state, coordinating MSU’s secondary social
studies teacher preparation program. Prior to his
appointment at MSU, Kyle taught high school social studies
in northern Minnesota and English in eastern Hungary.

Anne-Lise HalvorsenPh.D., University of Michiganannelise@msu.eduhttp://annelise.wiki.educ.msu.edu/homeAnne-Lise Halvorsen is an associate professor of
teacher education specializing in social studies
education. Her scholarship includes research on
the history of education, social studies teaching
and learning in urban contexts, the integration of
social studies and other subject areas, teacher
preparation in social studies, and curriculum
policy. Her current work focuses on the history
of elementary social studies education,
project-based learning, lesson study, and
historical thinking.

Douglas K. HartmanPh.D., University of Illinois Urbana-Champaigndhartman@msu.eduDouglas K. Hartman is a professor of technology,
learning, and literacy with appointments in
Teacher Education and Educational Psychology and
Educational Technology. His research focuses on
the use of technologies for human learning in a
number of domains (e.g., school, community, work,
sports).

Elizabeth HeilmanPh.D., Indiana Universityeheilman@msu.eduElizabeth Heilman is an associate professor of
teacher education. Her theoretical work examines
the epistemological and ethical claims and
boundaries of fields of research and research
traditions. This includes disciplinary fields as
well as qualitative, critical, pragmatist, and
poststructural theories. Her empirical research
explores the shaping of the civic and the social
imagination. This includes democracy and policy,
national and global citizenship, and identity and
diversity, as well as how people develop a sense
of power, political efficacy, human connection and
responsibility to others. She is especially
interested in how education can move people's
spirits such that we have the collective human
will, compassion, and commitment to address
injustice, poverty, and violence.

Beth Herbel-EisenmannPh.D., Michigan State Universitybhe@msu.eduhttps://www.msu.edu/~bhe/Dr. Herbel-Eisenmann draws on ideas from sociolinguistics and
discourse literatures to research written curriculum and
classroom discourse practices as well as the professional
development of secondary mathematics teachers. She is
especially interested in issues of equity that concern authority,
positioning, and voice in mathematics classrooms and
professional development. Over the past decade, she has had
three long-term collaborations with secondary mathematics
teachers who used action research to study and change their
classroom discourse toward goals of better supporting students’
learning while taking account students’ positioning and identity
development.

Kelly HodgesM.A., Western Michigan Universityhodgesk@msu.eduKelly Hodges serves as associate director of
teacher preparation and accreditation. She is an
alumna of the MSU teacher
preparation program and was a high school
mathematics teacher for many years before coming
to MSU as an adjunct instructor in 1999.

Sylvia HollifieldPh.D., Wayne State Universityhollifi2@msu.eduSylvia Hollifield works with both the
Elementary and Secondary Teacher Preparation Programs.
Sylvia is the Program Coordinator for elementary and secondary
interns in the Detroit area. As the coordinator, she assits the
Program Director in program staffing and communication with the
Detroit area schools.

Raven Jones StanbroughPh.D., Michigan State Universityjonesrav@msu.eduRaven Jones Stanbrough is an assistant professor and the Detroit-
area
internship coordinator in the Department of Teacher Education at
Michigan State University. Her teaching, research, and
publications
focus on literacy, culture, race, equity, and the educational and
lived experiences of students of color in urban contexts. She
creates
and facilitates debate education programs to promote and expand
the
educative and creative engagement that debate offers and is
committed
to community and grassroots initiatives that create and sustain
new
ways of being, thinking, and doing. Jones Stanbrough was a
Fulbright-Hayes recipient and received the Excellence in Diversity
Award from Michigan State University for her outstanding efforts
with
promoting diversity and inclusion inside and outside of the
classroom.
She is also the co-founder of The Zuri Reads Initiative,
www.zurireads.com, an effort to provide and
organize literacy-related
events and resources for Detroit-area children, students, and
families.

Mary JuzwikPh.D., University of Wisconsin-Madisonmmjuzwik@msu.eduhttp://juzwik.wiki.educ.msu.edu/Mary Juzwik studies issues in English education, including narrative
processes and classroom discourse; dialogue in teaching and teacher
education; dialogic writing theory, instruction, and practice; and
most recently, religious literacy practices, pedagogies, and
traditions. Her award-winning teaching and research around these
issues engages with scholarly traditions such as narrative studies,
interactional sociolinguistics, rhetorical theory, and religious
studies. Alongside numerous articles, essays, reviews, and
commentaries, she authored The Rhetoric of Teaching: Understanding
the Dynamics of Holocaust Narratives in an English Classroom
(Hampton, 2009) and co-authored Inspiring Dialogue: Talking to Learn
in the English Classroom (Teachers College Press, 2013) and
Reading
and Writing Genre with Purpose in K-8 Classrooms (Heinemann, 2012).
She co-edited Narrative Discourse Analysis for Teacher Educators
(Hampton, 2011) and is outgoing co-editor of Research in the
Teaching of English.

Joseph KrajcikPh.D., University of Iowakrajcik@msu.eduhttps://twitter.com/krajcikjoeJoseph Krajcik is Lappan-Phillips Professor of
Science Education and director of the CREATE for
STEM
Institute. A former high
school
chemistry and physical science teacher,
Krajcik
spent 21 years at the University of
Michigan
before coming to MSU in 2011. During his
career,
he has focused on working with science teachers
to
reform science teaching practices to
promote
students’ engagement in and learning of
science.
He was principal investigator on a
National
Science Foundation project that aims to
design,
develop and test the next generation of middle
school curriculum materials to engage students
in
obtaining deep understandings of science
content
and practices. He served as head
of
the Physical Science Design Team to develop
the
Next Generation Science Standards. Krajcik,
along
with Professor Angela Calabrese Barton from
MSU,
served as co-editor of the Journal of Research
in
Science Teaching. Krajcik has authored
and
co-authored curriculum materials, books,
software
and over 100 manuscripts, and makes
frequent
presentations at international, national
and
regional conferences. He is a fellow of
the
American Association for the Advancement
of
Science and has served as president of
the
National Association for Research in
Science
Teaching (NARST), from which he received
the
Distinguished Contributions to Science
Education
Through Research Award in 2010.

Joanne E. MarcianoEd.D., Teachers College, Columbia Universitymarcian2@msu.eduhttps://michiganstate.academia.edu/JoanneEMarcianoJoanne E. Marciano’s research engages qualitative
participatory
methodologies
to highlight opportunities for supporting youth’s literacy
learning
across
contexts of urban education, secondary English education,
college access and
teacher education. Joanne’s work continues to be informed
by
her experiences
teaching secondary English for 13 years in a public high
school in
Brooklyn, NY.
A central part of her research agenda involves highlighting
opportunities for
culturally and linguistically diverse youth to examine how
their
schooling
experiences are influenced by challenges and tensions that
emerge when
students encounter educational inequities. Her current
research
projects include
a collaborative youth co-researcher study examining issues
of
educational
opportunity as experienced by youth across multiple school
contexts, and an
analysis of the experiences of educators across 40
secondary
schools in New
York City as they seek to enact a culturally relevant, school-
wide,
college-going
culture in their school communities supportive of Black and
Latino male
students’ college readiness and access.

Amy ParksPh.D., Michigan State Universityparksamy@msu.eduAmy Noelle Parks is interested in young
children’s
mathematical experiences, both in and out of
schools. She is particularly concerned with
representing the experiences of children from
marginalized groups in the research literature
and
with promoting humane schooling practices for
all
children. Her current projects include
investigations of the role of play in
mathematical
learning, the resources parents draw on when
supporting their children in mathematics,
connections between emotional relationships and
content learning in primary classrooms, and the
mathematical engagements that are possible in
informal spaces.

Emery PetchauerEd.D., Regent Universitypetchau1@msu.eduEmery Petchauer's research has focused on
the
aesthetic practices of urban arts,
particularly
hip-hop culture, and their connections to
teaching, learning and living. He is the
author
of "Hip-Hop Culture in College Students’
Lives"
(Routledge, 2012), the first scholarly study
of
hip-hop culture on college campuses, and the co-
editor of "Schooling Hip-Hop: Expanding Hip-
Hop
Based Education Across the Curriculum"
(Teachers
College Press, 2013). Nearly two decades of
organizing and sustaining urban arts spaces
across the U.S. inform this scholarly work.
Petchauer also studies high-stakes teacher
licensure exams and their relationship to
the
racial diversity of the teaching profession.
Theories of social psychology and spatial
studies
inform this work, as do many years of
working
individually with preservice teachers to
pass
these exams. Petchauer has received teaching
awards at both the high school and college
levels, including the Board of Trustees
Distinguished Teaching Award at Lincoln
University in Pennsylvania, the nation’s
first
historically black university. He also holds
a
faculty appointment in the Department of
English
and coordinates the secondary English
education
program.

Gail RichmondPh.D., University of Connecticutgailr@msu.eduhttp://gailrichmond.wiki.educ.msu.edu/Gail Richmond is a professor of teacher
education. Her research focuses on three areas.
The first involves the question of scientific
reasoning, and the impact of such reasoning
ability on science achievement and career
choices,
such as research or science teaching. She is
particularly interested in understanding better
how the instructional context – from the
university classroom to research apprenticeship
experiences – can shape the development of such
reasoning.
The second focus is on identifying the critical
knowledge and skills for effective science
teaching and how two factors, an individual's
perceptions and commitments as a developing
teacher (professional identity) and the classroom
and school context, shape this development of
such
knowledge and skills. She is particularly
interested in how such development unfolds for
those preparing to be teachers in high-need urban
contexts, and how our understanding of this
process might inform instruction which will
support candidates who have such commitments and
yield greater engagement and achievement in
science by the students they teach. Her third
focus is on understanding better those elements
that allow teacher growth to occur within
professional learning communities (PLCs), as well
as the process by which these changes occur and
may result in changes in classroom practice.

Maribel SantiagoPh.D., Stanford Universitymaribel@msu.eduwww.maribelsantiagophd.comMaribel Santiago is an Assistant Professor in the
Department of Teacher Education at Michigan State
University. She also holds an appointment in the
Department of History. Dr. Santiago is among the
first scholars to specialize in the teaching and
learning of Latina/o history. In particular, her
research is concerned with how Mexican American
contributions are taught in U.S. History
classrooms, and what their inclusion tells us
about conceptions of Mexican Americans. As an
interdisciplinary scholar, Dr. Santiago’s work
merges history with teacher education and
curriculum studies; blends history, sociology,
and anthropology methods; and draws on literature
from education, philosophy, law, and history. As
such, her research contributes to the fields of
Education, History, and Chicana/o Studies. Dr.
Santiago’s work has been recognized by the
National Center for Institutional Diversity and
National Council for the Social Studies (NCSS).
She is the 2016 recipient of the NCSS Larry
Metcalf Exemplary Dissertation Award.

Christina SchwarzPh.D., University of California, Berkeleycschwarz@msu.eduhttp://schwarz.wiki.educ.msu.edu/Christina Schwarz is an associate professor of
teacher education. Her research centers on
teaching and learning science. She specifically
focuses on inquiry-oriented, modeling-
centered constructivist learning environments from
preschool through college. Her research
involves helping students and teachers develop an
understanding of scientific practices such
as scientific modeling and helping them learn how
to productively engage in those practices.
She is also conducting research with beginning
teachers around noticing and responding to
open up spaces for students' scientific
sense-making. Other interests include teacher
development, educational technology, science
teaching and learning in urban schools,
science curriculum development, and
social/cultural practices in the classroom.

Avner SegallPh.D., University of British Columbiaavner@msu.eduAvner Segall is a professor of teacher education. He is interested
in
how particular versions and visions of education,
teaching, and learning are made possible during
preservice teacher education as well as what they
make possible for students learning to teach. His
research interests focus on secondary social
studies education, critical theory and pedagogy,
cultural studies, media education, and qualitative
research methods.

Niral ShahPh.D., University of California-Berkeley niral@msu.eduNiral Shah’s research focuses on equity and
implicit bias in STEM education. Although
mathematics is often seen as “neutral” and
“race-free,” Shah’s research shows that math
classrooms are highly racialized spaces. Through
classroom observations and student interviews, he
studies how racial narratives (e.g., “Asians are
good at math”) affect classroom interaction and
serve to position students as more or less capable
of learning math. Shah also studies how
perceptions of status affect student learning in
elementary computer science. Currently, he is
developing a web-based classroom observation tool
to help STEM teachers reflect upon implicit bias
and improve their practice toward the goal of more
equitable opportunities to learn.

Randi StanulisPh.D., Michigan State Universityrandis@msu.eduRandi Stanulis is a professor in the Department of
Teacher Education. Her teaching and research
interests focus on teacher learning, from the
perspective of novices learning to teach, and from
experienced teachers learning about their own
practice while mentoring others. She has worked
with teachers and principals in Lansing, Detroit,
Atlanta, Cleveland and Saginaw to develop
university-school partnerships that support mentor
and beginning teacher learning and development
within high-poverty settings. In these schools,
she focuses on helping to develop a "culture of
talk" where teacher learning is valued and
teachers study their practice, specifically how
they can increase student voice and critical
thinking through discussion-based teaching. Mentor
teachers study together in inquiry groups to
improve their own practice and to provide an
opportunity for professional dialogue. Leading the
cross-college Induction Group Team as part the
reform initiative, Teachers for a New Era,
provided the frame for the way that collaborative
induction work is designed. Stanulis also serves
as director of the Office of Medical Education
Research and Development in the MSU College of
Human Medicine.

David StroupePh.D., University of Washingtondstroupe@msu.eduhttps://www.researchgate.net/profile/David_StroupeDavid Stroupe is an assistant professor of teacher education. He also
serves as the associate director of STEM Teacher Education at the
CREATE for STEM Institute at MSU. He has three overlapping areas of
research interests anchored around ambitious teaching practice. First,
he frames classrooms as science practice communities. Using lenses
from Science, Technology, and Society (STS) and the History and
Philosophy of Science (HPS), he examines how teachers and students
negotiate power, knowledge, and epistemic agency. Second, he
examines how beginning teachers learn from practice in and across
their varied contexts. Third, he studies how teacher preparation
programs can provide support and opportunities for beginning teachers
to learn from practice. David has a background in biology and taught
secondary life science for four years. David is the recipient of the AERA
Exemplary Research Award for Division K (Teaching and Teacher
Education), the Early Career Research Award from the National
Association for Research in Science Teaching, and "Research Worth
Reading" from National Association for Research in Science Teaching
and the National Science Teacher Association.

Carrie SymonsPh.D., University of Michigancsymons@msu.eduhttp://csymons.msu.domains/Carrie’s teaching and research focuses on elementary
literacy instruction,
reading comprehension, preservice and in-service teacher
learning, and
emergent bilinguals’ language development across the
content areas. With a
commitment to ensuring emergent bilinguals have access to
instructional
contexts that will advance their literacy development and
promote the
sustenance of their cultural and linguistic heritages, Carrie
prioritizes the
building of long-term, mutualistic research-practice
partnerships. Through
learning and working with teachers, she investigates how
teachers support
students’ use of oral and written language to construct
meaning with text for
the purpose of developing instructional practices that
facilitate emergent
bilinguals’ literacy and language development.

Laura TortorelliPh.D., University of Virginialtort@msu.eduLaura S. Tortorelli’s research examines the
context in which children develop into proficient
readers and writers in the early elementary
grades. Her research combines developmental
perspectives (Chall, 1986; Ehri, 2005; Sharp,
Sinatra, & Reynolds, 2008) with the RAND model
(RAND Reading Study Group, 2002) of reading
comprehension to highlight how reader, text, and
task factors interact in an iterative process that
shapes reading development over time. Her current
projects include creating statistical profiles of
slow readers to support individualized fluency
instruction and examining the associations between
aspects of text complexity and reading rate. In
addition, Tortorelli is working in collaboration
with faculty in the Department of Human
Development and Family Services at the Center for
the Advanced Study of Teaching and Learning at the
University of Virginia to develop projects
investigating key factors in early writing
instruction.

Jennifer VanDerHeidePh.D., The Ohio State Universityjvheide@msu.eduhttp://jvheide.msu.domains/Jennifer VanDerHeide is an Assistant Professor of English Education.
Her scholarship focuses on student writing development over time, the
connections between classroom interaction and learning to write, and
teacher learning of dialogic practices to support writing
development. To date, she has focused on the teaching and learning of
argumentative writing; she is beginning a project exploring the
teaching and learning of a specific type of argument, a listening
argument. As a former high school English teacher and National
Writing Project teacher consultant, her work pushes against deficit
views of adolescent writers and their writing teachers in order to
highlight the great potential of writing in and beyond secondary
English classrooms.

Chezare A. WarrenPh.D., University of Illinois at Chicagochezare@msu.eduChezare Warren’s research interests include
urban
teacher preparation, culturally responsive
teaching, and critical race theory in
education.He
has studied the utility of empathy for White
female teachers’ cross-cultural interactions
with
Black boys—work for which he received the 2014
Outstanding Dissertation Award from the
American
Association for Colleges of Teacher Education
(AACTE). Currently, he is looking to examine
the
school conditions and teacher dispositions that
produce high academic outcomes for students of
color, particularly Black males in K-12
education
contexts.

Vaughn W. M. WatsonEd.D., Teachers College, Columbia Universitywatsonv2@msu.eduVaughn W. M. Watson is a former public high-school
English teacher of 12 years in Brooklyn, N.Y. His
areas of research focus are the interplay of
literacy learning, and reimagining identities for
Black youth and youth of color across
socio-cultural contexts of English education,
hip-hop and education, civic learning and action,
and qualitative participatory research
methodologies. His research examines how youth,
making meaning of diverse literacies and
identities across creative and artistic artifacts
and practices affiliated with hip-hop, reframe
understandings of changing mandates for student
work, and teacher accountability.

Bethany WilinskiPh.D., University of Wisconsin-Madisonbethanyw@msu.eduBethany Wilinski is an assistant professor in the
Department of Teacher Education. Her work is
situated in the field of anthropology of
education. Wilinski draws on critical policy
frameworks and employs ethnographic methods to
study policy enactment in early childhood
settings. In particular, she examines early
childhood workforce issues and the lived
experiences of pre- and in-service pre-
kindergarten teachers in the U.S. and Tanzania.
The focus of Wilinski’s scholarship is
conducting policy-relevant research that
contributes to making pre-K a better place for
teachers, children, and families. She is the
author of "When Pre-K Comes to School: Policy,
Partnerships, and the Early Childhood Education
Workforce" (2017), which explores how policy
is actually enacted in schools and provides
important
insight into what communities and policymakers
should consider when creating pre-K policies. In
addition to her domestic work, Wilinski
studies pre-primary teacher education policy in
Tanzania and leads projects for MSU’s Tanzania
Partnership Program.

Tanya WrightPh.D., University of Michigantswright@msu.eduTanya Wright is a former kindergarten teacher
whose research and teaching focus on curriculum
and instruction in language and literacy during
the early childhood and elementary years. Her
research examines instructional practices that
promote oral language, vocabulary, and knowledge
development for young children. Wright is co-
author of several books for teachers and parents
including, "All About Words: Increasing
Vocabulary in the Common Core Classroom PreK-2."
Her work has been published in journals such as
American Educator, The Elementary
School Journal, The Reading Teacher,
Reading and Writing, and Reading
Research Quarterly.